Bilingual Academic Computer and Technology Oriented Program: Project COM-TECH. Evaluation Section Report. OREA Report.

Autor/inn/en	Berney, Tomi D.; Plotkin, Donna
Institution	New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment.
Titel	Bilingual Academic Computer and Technology Oriented Program: Project COM-TECH. Evaluation Section Report. OREA Report.
Quelle	(1990), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attendance; Bilingual Education Programs; Computer Literacy; Cultural Awareness; English (Second Language); Evaluation Methods; Federal Programs; Haitian Creole; High Schools; Limited English Speaking; Native Language Instruction; Program Evaluation; Second Language Learning; Spanish Speaking; Staff Development + Suchen Sie Ihr Suchwort? Anwesenheit; Computerkenntnisse; Cultural identity; Kulturelle Identität; English as second language; English; Second Language; Englisch als Zweitsprache; High school; Oberschule; Native language education; Muttersprachlicher Unterricht; Programme evaluation; Programmevaluation; Zweitsprachenerwerb; Personnel development; Personalentwicklung
Abstract	Project COM-TECH offered bilingual individualized instruction, using an enrichment approach, to Spanish- and Haitian Creole-speaking students with varying levels of English and native language proficiency and academic preparation. The program provided supplementary instruction in English as a Second Language (ESL); Native Language Arts (NLA); and bilingual mathematics, science, and social studies to 344 students at Bushwick High School in Brooklyn (New York City) and Louis D. Brandeis High School in Manhattan (New York City). Project COM-TECH provided a resource center at both high schools, where the staff offered individualized computer instruction, tutoring, career and college advisement, and personal counseling and academic advising. The project's main goals were for limited-English-proficient students to acquire optimal English skills, native-language proficiency, and an appreciation of their cultural heritage. The project met its objective in ESL and attendance. Data was not provided for evaluating the objectives in NLA, cultural awareness, attitude towards school, and staff awareness of pupil needs and problems. The project failed to meet its staff development and parental involvement objectives. (GLR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC